Level, Reliability, and Speededness of SAT Scores for Nine Handicapped Groups

Abstract

This study examined the level, reliability, and speededness of Scholastic Aptitude Test (SAT) scores for nine handicapped groups taking special test administrations. Pscyhometric comparisons were made between a nonhandicapped sample and each handicapped gruop, and then repeated using a second, independent set of samples taking a different form of the test. Results of the study showed that visually impaired students and those with physical handicaps achieved mean scores generally comparable to students taking the SAT in national administrations, whereas learning disabled and hearing impaired students scored substantially lower than their nondisabled peers. Analysis of test reliability revealed no differences in measurement precision across groups and data on test speededness showed no evidence of disadvantage for disabled students. Additional analyses of admissions test scores - in particular, their predictive and construct validity - will need to be integrated with these results before definitive statements can be made about the meaning of these scores for handicapped students.